IPEDS on the IPEDS on the MOVEMOVE

IPEDS Workshop 6/15/2005IPEDS Workshop 6/15/2005Jamestown, New YorkJamestown, New York

20052005

AgendaAgenda

• Special ReportsSpecial Reports

• From the Help DeskFrom the Help Desk

• Current ProjectsCurrent Projects

• New & Improved IPEDS ToolsNew & Improved IPEDS Tools

• New Concepts; Impact on FutureNew Concepts; Impact on Future

• 2005-06: News, Schedule2005-06: News, Schedule

• QuestionsQuestions

Special ReportsSpecial Reports

Caveats BoxesCaveats Boxes

• Caveats boxes are provided to Caveats boxes are provided to allow respondents to provide a allow respondents to provide a context for data reportedcontext for data reported

• Caveats are optionalCaveats are optional

• Many caveats are published on Many caveats are published on COOLCOOL

Edit ExplanationsEdit Explanations

• Explanations are used to Explanations are used to clarify reasons why the data clarify reasons why the data are OK as reported, regardless are OK as reported, regardless of having failed an editof having failed an edit

• Explanations are requiredExplanations are required• Explanations are not publishedExplanations are not published• ANYTHING can be entered and ANYTHING can be entered and

the error is acceptedthe error is accepted

Caveats & Caveats & Edit ExplanationsEdit Explanations

• Help Desk reviews all caveats Help Desk reviews all caveats and explanations and explanations

• Data providers WILL be Data providers WILL be contacted if we have questionscontacted if we have questions

Caveats & Caveats & Edit ExplanationsEdit Explanations

• How can you help?How can you help?– Enter REAL explanations, not Enter REAL explanations, not

things like: OK, data are correct…things like: OK, data are correct…– Enter explanations that relate to Enter explanations that relate to

the error messagethe error message– Enter caveats that you want to see Enter caveats that you want to see

displayed on IPEDS COOLdisplayed on IPEDS COOL– Call the Help Desk if things aren’t Call the Help Desk if things aren’t

making sensemaking sense

Sample explanations…Sample explanations…

• The entire student body The entire student body consists of incarcerated men & consists of incarcerated men & women in state prison. women in state prison. Off-Off-campus is not applicable.campus is not applicable.

• Although we would like for this Although we would like for this to be a positive amount, it is to be a positive amount, it is not.not.

• Error message = There is more Error message = There is more than a 10% difference between than a 10% difference between total FT Execs/Admins on EAP total FT Execs/Admins on EAP and Fall Staff. and Fall Staff.

• Explanation = seasonal needsExplanation = seasonal needs

• Entry error made which caused Entry error made which caused the "confirm or explain" icon to the "confirm or explain" icon to populate.populate.

• Put in wrong answer.Put in wrong answer.

• LOOKS LIKE THEY ADD UP TO LOOKS LIKE THEY ADD UP TO ME.ME.

• I do not know what explanation I do not know what explanation you want here.you want here.

• The school implemented the The school implemented the data it tracksdata it tracks..

From the Help DeskFrom the Help Desk

Jamie Isaac and Janice Kelly-ReidJamie Isaac and Janice Kelly-Reid

RTI InternationalRTI International

Turning Knowledge into Practice

Data Collection Issues from Data Collection Issues from the IPEDS Help Desk the IPEDS Help Desk

PerspectivePerspective

Most Common IssuesMost Common Issues

• Following are some examples of Following are some examples of some of the most common some of the most common problems and/or issues that we saw problems and/or issues that we saw in the data that were submitted this in the data that were submitted this year.year.– You can help us ensure accurate data You can help us ensure accurate data

by thoroughly reviewing the survey by thoroughly reviewing the survey data reported, the edit explanations, data reported, the edit explanations, and any caveats provided.and any caveats provided.

General IssuesGeneral Issues

Edit ExplanationsEdit Explanations

• Edit explanations that do not Edit explanations that do not explain the data, or are too explain the data, or are too vague (e.g. “data are correct”). vague (e.g. “data are correct”). – The help desk made over 2500 The help desk made over 2500

calls during the Spring 2005 calls during the Spring 2005 collection alone, following up on collection alone, following up on data issues, many of them data issues, many of them related to inadequate related to inadequate explanations.explanations.

Bounced EmailBounced Email

• Bounced email is still a significant Bounced email is still a significant problem, although we did see a problem, although we did see a decrease in bounced email this decrease in bounced email this year (from about 3000 total year (from about 3000 total bounced emails last year to about bounced emails last year to about 1500 this year).1500 this year).– Please keep your registration Please keep your registration

information updated, especially name, information updated, especially name, phone# and email address. phone# and email address.

Last Minute Last Minute SubmissionsSubmissions

• The Spring collection is always the The Spring collection is always the most problematic. During Spring 2005:most problematic. During Spring 2005:

• Total surveysTotal surveys completedcompleted at… at…• 2 weeks remaining: 3262 (15.6% of total)2 weeks remaining: 3262 (15.6% of total)• 1 week remaining: 5687 (27.2% of total)1 week remaining: 5687 (27.2% of total)

• On the On the day of the Keyholder deadlineday of the Keyholder deadline… … • 3040 (14.6% of total) surveys were locked3040 (14.6% of total) surveys were locked

Effects of Last Minute Effects of Last Minute SubmissionsSubmissions

• Collection system becomes Collection system becomes overloaded during the last few days overloaded during the last few days of the collection (especially Spring), of the collection (especially Spring), resulting in sluggish system resulting in sluggish system response. It takes longer to enter response. It takes longer to enter data on these days.data on these days.

• Call volume to Help Desk increases Call volume to Help Desk increases dramatically, resulting in “hold” dramatically, resulting in “hold” time. We received over 2700 time. We received over 2700 inbound calls during the last 3 days inbound calls during the last 3 days of the Spring collection.of the Spring collection.

Survey Specific IssuesSurvey Specific Issues

Institutional Institutional Characteristics SurveyCharacteristics Survey

• Using wrong Calendar System (e.g. Using wrong Calendar System (e.g. academic year instead of program academic year instead of program reporter) results in a variety of reporter) results in a variety of wrong survey forms being wrong survey forms being presented during Winter/Spring presented during Winter/Spring collections.collections.

Institutional Institutional Characteristics SurveyCharacteristics Survey

• Inaccurate responses to screening Inaccurate responses to screening questions (e.g. full-time questions (e.g. full-time undergraduates, part-time undergraduates, part-time undergraduates, etc) results in a undergraduates, etc) results in a variety of wrong survey forms variety of wrong survey forms and/or survey pages being and/or survey pages being presented during the Winter/Spring presented during the Winter/Spring collections.collections.

Graduation Rates Graduation Rates SurveySurvey

• 76 institutions reported having NO 76 institutions reported having NO completers! This results in a completers! This results in a 0%0% graduation rate reported on COOL. graduation rate reported on COOL. Most of these are small programs… Most of these are small programs… but not all.but not all.

• 135 institutions reported ALL 135 institutions reported ALL completers! This results in a completers! This results in a 100%100% graduation rate reported on COOL. graduation rate reported on COOL. We followed up with the keyholders We followed up with the keyholders of all such schools– many of them of all such schools– many of them completed the form incorrectly.completed the form incorrectly.

Enrollment SurveyEnrollment Survey

• Part D – 382 institutions reported Part D – 382 institutions reported an Entering Class that was larger an Entering Class that was larger than the total undergraduate than the total undergraduate enrollment reported in Part A.enrollment reported in Part A.

• Part E – 159 institutions reported Part E – 159 institutions reported their full-year Unduplicated Count their full-year Unduplicated Count as being equal to prior year Part A as being equal to prior year Part A (Fall snapshot). (Fall snapshot).

Enrollment Survey Enrollment Survey (Continued)(Continued)

• Part F – Reporting your own FTE Part F – Reporting your own FTE • This year, the system generated an This year, the system generated an

estimated FTE, but a self-reported FTE estimated FTE, but a self-reported FTE could also be entered.could also be entered.

• Like the rest of EF, this should ONLY Like the rest of EF, this should ONLY include credit-bearing instructional activity.include credit-bearing instructional activity.

• It is not expected to vary significantly from It is not expected to vary significantly from the generated FTE– or your instructional the generated FTE– or your instructional activity is probably not being reported activity is probably not being reported correctly.correctly.

Finance SurveyFinance Survey

• 214 institutions had “Other 214 institutions had “Other Revenues” or “Other Expenses” that Revenues” or “Other Expenses” that were negative (this is a generated were negative (this is a generated balancing field). Thus, totals or balancing field). Thus, totals or detail were often being misreported.detail were often being misreported.

• 163 public institutions (using GASB 163 public institutions (using GASB 34/35) reported having zero 34/35) reported having zero discounts and allowances applied to discounts and allowances applied to tuition/feestuition/fees. This concept is . This concept is confusing many keyholders.confusing many keyholders.

IPEDS Help DeskIPEDS Help Desk

• We are here to help you. If you We are here to help you. If you have any questions, please do not have any questions, please do not hesitate to give us a call!hesitate to give us a call!

• Call us Toll Free at 1-877-225-2568Call us Toll Free at 1-877-225-2568• Or Email us at: Or Email us at: ipedshelp@rti.orgipedshelp@rti.org

• We are still available during the We are still available during the summer, although you will have to summer, although you will have to leave a voicemail if you call.leave a voicemail if you call.

Current ProjectsCurrent Projects

Data Feedback Report Data Feedback Report and ExPTand ExPT

• TRP held in MarchTRP held in March• Suggestions for ReportSuggestions for Report

– Use median, not meanUse median, not mean– Refine indicators and figures (create Refine indicators and figures (create

some new, retire some, reorder)some new, retire some, reorder)– Allow institutions to define Allow institutions to define

comparison groupscomparison groups

• Suggestions for ExPTSuggestions for ExPT– Allow upload and download of Allow upload and download of

comparison groupscomparison groups

Comparison GroupsComparison Groups

• NEW FEATURE for Data NEW FEATURE for Data Feedback Report: Feedback Report: – Institutions can change Institutions can change

comparison group for Data comparison group for Data Feedback Report by Feedback Report by uploading .uid file to data uploading .uid file to data collection system through June collection system through June 1515

Changing Changing Comparison GroupComparison Group

• Create comparison group in ExPT Create comparison group in ExPT or PASor PAS

• Save file (name it CGxxxxxx.uid, Save file (name it CGxxxxxx.uid, where xxxxxx=institution’s unitid)where xxxxxx=institution’s unitid)

• Log into data collection system and Log into data collection system and use Tools menu to upload fileuse Tools menu to upload file

Option 1

Option 2

Help AvailableHelp Available

• AIR Website -- Professional AIR Website -- Professional DevelopmentDevelopment– Webinar (will be posted soon)Webinar (will be posted soon)– Powerpoint tutorial (there now)Powerpoint tutorial (there now)

ScheduleSchedule

• 6/15/05 – last day to upload 6/15/05 – last day to upload comparison group filecomparison group file

• 7/15/05 – all 2004–05 data final7/15/05 – all 2004–05 data final• 8/26/05 – email test reports to 8/26/05 – email test reports to

sample of KHssample of KHs• 9/9/05 – new ExPT on web9/9/05 – new ExPT on web• 9/16/05 – email reports to KHs; 9/16/05 – email reports to KHs;

email links to Coordinatorsemail links to Coordinators• 10/7/05 – mail hard copies to CEOs10/7/05 – mail hard copies to CEOs

Data Validity StudyData Validity Study

• Looking at 2002–03 dataLooking at 2002–03 data– Collected, imputed during Collected, imputed during

2002–032002–03– Revised during 2003–04Revised during 2003–04

Data Validity StudyData Validity Study

• QuestionsQuestions– What is impact of data changes?What is impact of data changes?– How good are our imputations? How good are our imputations?

• Please remember to use PY Please remember to use PY data revision system if you data revision system if you need to make correctionsneed to make corrections

GlossaryGlossary

• On-line version is official IPEDS On-line version is official IPEDS glossary; contains only definitionsglossary; contains only definitions

• Data collection version also Data collection version also contains instructions, notes contains instructions, notes

• On-line and data collection versions On-line and data collection versions are being merged and will also are being merged and will also include definitions from “other” include definitions from “other” sourcessources

System DataSystem Data

• Project will determine how Project will determine how IPEDS institutions combine to IPEDS institutions combine to comprise systems in 2004-05 comprise systems in 2004-05 IPEDSIPEDS

• Data will be aggregated to Data will be aggregated to system level and made system level and made available in PAS available in PAS

Combined Data Combined Data AllocationAllocation

• 6-month contract to determine 6-month contract to determine allocation factors for all combined allocation factors for all combined data in 2004-05 IPEDSdata in 2004-05 IPEDS

• Contractor will contact KHs of all Contractor will contact KHs of all parent institutions concerning parent institutions concerning allocation method allocation method

• Factors will be included in a file on Factors will be included in a file on PASPAS

Finance Data Validity Finance Data Validity StudyStudy

• 1-yr contract to analyze data 1-yr contract to analyze data from IPEDS and audited from IPEDS and audited financial statements obtained financial statements obtained fromfrom– EZ Audit process, OREZ Audit process, OR– Federal Audit Clearinghouse Federal Audit Clearinghouse

• Report on the quality of IPEDS Report on the quality of IPEDS datadata

IPEDS Senior FellowIPEDS Senior Fellow

• First-professional degree First-professional degree classificationclassification

• Ed DelaneyEd Delaney• Has been meeting with professional Has been meeting with professional

associations, data providers, data associations, data providers, data users, stakeholdersusers, stakeholders

• Look for proposal this summer in Look for proposal this summer in What’s New in IPEDSWhat’s New in IPEDS

IPEDS Senior FellowIPEDS Senior Fellow

• Enhancing the utility and Enhancing the utility and usability of IPEDS COOLusability of IPEDS COOL

• Rocco RussoRocco Russo• Has been meeting with users, Has been meeting with users,

system developer, NCESsystem developer, NCES• Session: Improving COOLSession: Improving COOL

– Wed, 3:50–4:30 pmWed, 3:50–4:30 pm– Marriott Hall 3Marriott Hall 3

Training OpportunitiesTraining Opportunities

• www.airweb.orgwww.airweb.org– Web tutorialsWeb tutorials– WebinarsWebinars– Data Policy InstituteData Policy Institute– Training Workshops at state, Training Workshops at state,

regional meetingsregional meetings– Train-the-TrainersTrain-the-Trainers– National Data Training NetworkNational Data Training Network

New and Improved New and Improved IPEDS ToolsIPEDS Tools

IPEDS DASIPEDS DAS

• Table generatorTable generator– Available now at Available now at

http://nces.ed.gov/dasol/http://nces.ed.gov/dasol/– Create tables using 2002 IPEDS Create tables using 2002 IPEDS

datadata– View and download output View and download output – Save and modify Table Parameter Save and modify Table Parameter

Files (TPFs)Files (TPFs)

Brand New!!!

Brand New!!!

Also IPEDS DASAlso IPEDS DAS

• Tables library Tables library – Available NOWAvailable NOW– Already created -- Already created -- just clickjust click

• E.D.TAB tablesE.D.TAB tables• Compendium tablesCompendium tables• State tablesState tables

– Will incorporate suggestions Will incorporate suggestions from TRP held in Februaryfrom TRP held in February

DemonstrationDemonstration

• New NCES Tools & DataNew NCES Tools & Data– DAS, Tables Library, ExPT, DAS, Tables Library, ExPT,

derived variablesderived variables

• Tuesday, 10:20 – 11:00 pmTuesday, 10:20 – 11:00 pm

• John Milam and Susan BroylesJohn Milam and Susan Broyles

• Marina Ballroom Salon GMarina Ballroom Salon G

Peer Analysis SystemPeer Analysis System

• Data availableData available– Fall 2003, Winter 2003 at Guest Fall 2003, Winter 2003 at Guest

levellevel– Spring 2004 at Institution levelSpring 2004 at Institution level– Fall 2004, Winter 2004 at Fall 2004, Winter 2004 at

Institution levelInstitution level– Spring 2005 at Collection levelSpring 2005 at Collection level

Report TemplatesReport Templates

• 6 reports currently (4 are new)6 reports currently (4 are new)– 3 Enrollment3 Enrollment– CompletionsCompletions– PricePrice– Mailing listMailing list

• TRP held in March TRP held in March – Suggested ~50 additional Suggested ~50 additional

templates to be phased intemplates to be phased in

Derived VariablesDerived Variables

• New section in PAS New section in PAS • Variables Selection ScreenVariables Selection Screen

– Frequently used and derived Frequently used and derived variablesvariables• Frequently used “institution” Frequently used “institution”

variables variables • Data feedback report variablesData feedback report variables• College Affordability Index variablesCollege Affordability Index variables

• Coming: ~150 derived Coming: ~150 derived variablesvariables

Additional PAS Additional PAS EnhancementsEnhancements

• Forms FacsimilesForms Facsimiles– Adding 2000, IC 2000-2004Adding 2000, IC 2000-2004

• Database work that will make Database work that will make trend reports easytrend reports easy– Choose variable, then multiple Choose variable, then multiple

yearsyears

More Tools SessionsMore Tools Sessions

• IPEDS Peer Analysis (ExPT, IPEDS Peer Analysis (ExPT, PAS)PAS)– Tues, 8:30-9:10Tues, 8:30-9:10– Marriott Hall 6 Marriott Hall 6

• Use of IPEDS Finance & Use of IPEDS Finance & Enrollment Data - ExPTEnrollment Data - ExPT– Tues, 1:50–2:30 pmTues, 1:50–2:30 pm– Marriott Hall 5Marriott Hall 5

New Concepts New Concepts & &

Impact on the FutureImpact on the Future

IPEDS COOLIPEDS COOL

• New pagesNew pages– AccreditationAccreditation

• Links to OPE Institutional Links to OPE Institutional Accreditation SystemAccreditation System

• Will no longer be collected on ICWill no longer be collected on IC

– Federal Loan Default RatesFederal Loan Default Rates

• PLEASE check your PLEASE check your institution’s accreditation institution’s accreditation information if you haven’t information if you haven’t already done soalready done so

• Send email to Send email to ipedsaccr@ed.gov if there are ipedsaccr@ed.gov if there are errorserrors

• Why might there be errors?Why might there be errors?– Accreditations reported by Accreditations reported by

agencies; could be name agencies; could be name differencesdifferences

New Format for New Format for E.D. TABsE.D. TABs

• Short, short, short to speed Short, short, short to speed publication approval processpublication approval process

• 2-3 tables per component = 21 2-3 tables per component = 21 tablestables– Generated using IPEDS DAS Generated using IPEDS DAS

table generatortable generator– Can be duplicated, modified Can be duplicated, modified

using IPEDS DASusing IPEDS DAS

New Format for New Format for E.D. TABsE.D. TABs

• Compendium tables (Beyond Compendium tables (Beyond 21)21)– No longer included in the E.D. No longer included in the E.D.

TABsTABs– Will be available in DAS Tables Will be available in DAS Tables

LibraryLibrary

College Affordability College Affordability IndexIndex

• College Affordability Index College Affordability Index (CAI) and College Affordability (CAI) and College Affordability Risk Indicator are now in PAS Risk Indicator are now in PAS under Frequently Used and under Frequently Used and Derived VariablesDerived Variables

College Affordability College Affordability IndexIndex

• Percentage change in the tuition Percentage change in the tuition and fees charged for a full-time and fees charged for a full-time first-time undergraduate student first-time undergraduate student between academic year 2002–03 between academic year 2002–03 and academic year 2004–05 divided and academic year 2004–05 divided by the percentage change in the by the percentage change in the Consumer Price Index from July Consumer Price Index from July 2002 to July 2004. 2002 to July 2004.

College Affordability College Affordability Risk IndicatorRisk Indicator

• An institution is determined to be An institution is determined to be notnot at risk if at risk if – the CAI is less than or equal to 2.0; the CAI is less than or equal to 2.0; – or the CAI exceeds 2.0, but by a dollar or the CAI exceeds 2.0, but by a dollar

amount that is less than 500;amount that is less than 500; – or the 2004–05 tuition and fees or the 2004–05 tuition and fees

charged for a full-time first-time charged for a full-time first-time undergraduate student is within the undergraduate student is within the least costly quartile of institutions least costly quartile of institutions within each sectorwithin each sector

Sector???Sector???

• Classification of institutions Classification of institutions based on predominant level of based on predominant level of programsprograms– Impact on trendsImpact on trends– Impact on reporting of resultsImpact on reporting of results

• TRP topic TRP topic

New for 2005–06New for 2005–06

Applicants, Applicants, Admissions, EnrolledAdmissions, Enrolled

• Add Total column for those Add Total column for those institutions that do not have institutions that do not have data by genderdata by gender

First-time, degree/certificate-First-time, degree/certificate-seeking undergraduate studentsseeking undergraduate students

MenMen WomenWomen TotalTotal

# applicants# applicants RR RR RR

# admissions# admissions RR RR RR

# enrolled FT# enrolled FT RR RR RR

# enrolled PT# enrolled PT RR RR RR

R = reported

Preliminary Early Estimate Preliminary Early Estimate of Fall Enrollmentof Fall Enrollment

• 6 numbers – on IC6 numbers – on IC– FT, PT enrollment FT, PT enrollment

• UndergraduateUndergraduate• GraduateGraduate• First-professional First-professional

• Clearly identifiedClearly identified as early as early estimates, so data estimates, so data cancan be be different from what will be different from what will be reported on EFreported on EF

Preliminary Early Estimate of Preliminary Early Estimate of Fall EnrollmentFall Enrollment

Level of Level of StudentStudent Full timeFull time Part timePart time TotalTotal

UndergradUndergrad RR RR CVCV

GraduateGraduate RR RR CVCV

First-First-professionalprofessional RR RR CVCV

Grand total estimated Fall 2005 enrollmentGrand total estimated Fall 2005 enrollment CVCV

R = reported valueCV = calculated value. Totals will be generated from the detail provided by the institution.

Fall EnrollmentFall Enrollment

• Add column for degree-granting Add column for degree-granting institutionsinstitutions

• Divide Divide Other degree/certificate-Other degree/certificate-seeking studentsseeking students into: into:– Transfers into the institution (first-Transfers into the institution (first-

time at institution)time at institution)– Other degree/certificate-seeking Other degree/certificate-seeking

studentsstudents

• Full time and part timeFull time and part time

Fall Enrollment – Transfers InFall Enrollment – Transfers In

Full-time undergraduate studentsFull-time undergraduate students

Degree/certificate-seekingDegree/certificate-seeking Non-Non-degree/ degree/ non-non-certif-certif-seekingseeking

TotalTotalFirst-First-timetime

Trans-Trans-fers infers in OtherOther TotalTotal

R/ER/E RR RR RR CVCV RR CVCV

TotalTotal CVCV CVCV CVCV CVCV CVCV CVCV

R = reported value; CV = calculated value

Human ResourcesHuman Resources

• TRP held last fallTRP held last fall

• Suggestions were posted on Suggestions were posted on IPEDS What’s NewIPEDS What’s New

• The following will be The following will be implemented in 2005–06:implemented in 2005–06:

One HR componentOne HR component

• Merge winter components (EAP, SA, Merge winter components (EAP, SA, S) into one component with three S) into one component with three sections sections – Simplify reporting Simplify reporting – Ensure data consistency and accuracyEnsure data consistency and accuracy

• EAP will be the driverEAP will be the driver– Determine component sections using Determine component sections using

data reported on EAPdata reported on EAP– Carry forward data reported on EAP to Carry forward data reported on EAP to

subsequent sections as much as subsequent sections as much as possible possible

Simplify, simplifySimplify, simplify

• Reorganize survey itemsReorganize survey items– Provide more logical flowProvide more logical flow– For example, headcount information For example, headcount information

collected before salary intervalscollected before salary intervals

• Restructure glossary and Restructure glossary and instructionsinstructions– Single set of instructions for all 3 Single set of instructions for all 3

sectionssections– Clearer definitionsClearer definitions

FacultyFaculty

• Problem: definition of facultyProblem: definition of faculty– Currently, respondents Currently, respondents

determine who to report as determine who to report as facultyfaculty• Inconsistent among institutionsInconsistent among institutions• Sometimes based on instructional Sometimes based on instructional

function function • Sometimes based on designation of Sometimes based on designation of

faculty statusfaculty status

FacultyFaculty

• Solution: Clarify the definition Solution: Clarify the definition of the term “faculty”of the term “faculty”– Use EAP to define and determine Use EAP to define and determine

faculty faculty – Eliminate current instruction for Eliminate current instruction for

institutions to use their own institutions to use their own definition of faculty; institutions definition of faculty; institutions must use IPEDS categories and must use IPEDS categories and definitionsdefinitions

Medical schoolMedical school

• Expand definition of "medical school" Expand definition of "medical school" – Any school that grants an M.D. or D.O. Any school that grants an M.D. or D.O.

• Medical school pagesMedical school pages– Include all employees affiliated with (housed Include all employees affiliated with (housed

with or under the authority of) the medical with or under the authority of) the medical school school

– Do not include any employees in health Do not include any employees in health disciplines not considered part of the medical disciplines not considered part of the medical school school

• Provide caveats box to list disciplines Provide caveats box to list disciplines included in the medical school pagesincluded in the medical school pages

Out …Out …

• Faculty with less than 9-month Faculty with less than 9-month contracts contracts – Continue to collect headcount Continue to collect headcount – Eliminate collection of salary and Eliminate collection of salary and

expenditure informationexpenditure information

……And InAnd In

• Add ability to report staff Add ability to report staff wwithout faculty statusithout faculty status in the in the Fall Staff section so that Fall Staff section so that numbers correspond with EAPnumbers correspond with EAP

Clean it upClean it up

• Add statement of purpose to Add statement of purpose to beginning of instructions to beginning of instructions to communicate intent communicate intent

• Provide FAQsProvide FAQs• Add question at the end to Add question at the end to

determine if there were any determine if there were any employees that were difficult to employees that were difficult to categorize or that were not reported categorize or that were not reported (and why)(and why)

And Finally…And Finally…

• Institutions with <15 FT Institutions with <15 FT employeesemployees– Will do short Fall Staff section Will do short Fall Staff section

(collects data by primary (collects data by primary occupational activity, by occupational activity, by race/ethnicity and gender)race/ethnicity and gender)

FinanceFinance

• Like Enrollment, available in Like Enrollment, available in both winter and springboth winter and spring

• Must be locked by end of Must be locked by end of spring collectionspring collection

Data collection systemData collection system

• Developing Excel file import Developing Excel file import formatsformats

• Available for 2005-06 collection Available for 2005-06 collection cyclecycle

Collection ScheduleCollection Schedule

2005–062005–06

RegistrationRegistration

Registration opensRegistration opens July 27July 27

UserIDs to KHsUserIDs to KHs July 27July 27

Surveys, etc postedSurveys, etc posted July 27July 27

Status of registration takenStatus of registration taken August 24August 24

Letters to CEO – KH not regLetters to CEO – KH not reg August 31August 31

Fall CollectionFall Collection

SurveysSurveysInstitutional CharacteristicsInstitutional Characteristics

CompletionsCompletions

Collection Collection openopen September 7September 7

Institution Institution closeclose October 19October 19

Coordinator Coordinator closeclose November 2November 2

Winter CollectionWinter Collection

SurveysSurveys

Human ResourcesHuman Resources

Enrollment (available)Enrollment (available)

Finance (available)Finance (available)

Collection openCollection open December 7December 7

Institution closeInstitution close January 25January 25

Coordinator closeCoordinator close February 8February 8

Spring CollectionSpring Collection

SurveysSurveys

Enrollment Enrollment

FinanceFinance

Student Financial AidStudent Financial Aid

Graduation RatesGraduation Rates

Collection openCollection open March 8March 8

Institution closeInstitution close April 19April 19

Coordinator closeCoordinator close May 3May 3

Followup ScheduleFollowup ScheduleEmail to KH Email to KH (collection open) (collection open) OpenOpen

Letter to CEO Letter to CEO (no reg KH)(no reg KH) Close – 4wksClose – 4wks

Email to KH (no data)Email to KH (no data) Close – 4wksClose – 4wks

Phone to CEO Phone to CEO (no reg KH)(no reg KH) Close – 3wksClose – 3wks

Phone to CEO/KH Phone to CEO/KH (no data)(no data) Close – 2wksClose – 2wks

Email to KH Email to KH (no data)(no data) Close – 2wksClose – 2wks

Email to KH Email to KH (not locked)(not locked) Close – 2wksClose – 2wks

Email to KH Email to KH (no data)(no data) Close – 1wkClose – 1wk

Email to KH Email to KH (not locked)(not locked) Close – 1wkClose – 1wk

Web ResourcesWeb Resources

• Don’t forget to check IPEDS Don’t forget to check IPEDS What’s New: What’s New: http://nces.ed.gov/ipeds/whatsnew.asphttp://nces.ed.gov/ipeds/whatsnew.asp– Reports on recent TRPsReports on recent TRPs– Reports on implementation of TRP Reports on implementation of TRP

suggestionssuggestions– In-depth discussion of other timely In-depth discussion of other timely

issuesissues– Links to other documents on the webLinks to other documents on the web

IPEDS Unit Record IPEDS Unit Record Feasibility StudyFeasibility Study

Feasibility StudyFeasibility Study

• Released March 21Released March 21

• Available at IPEDS What’s New Available at IPEDS What’s New http://nces.ed.gov/ipeds/whatsnew.asphttp://nces.ed.gov/ipeds/whatsnew.asp

or through or through

http://nces.ed.gov/pubsearch/http://nces.ed.gov/pubsearch/

• Session, Tues 3:30 – 5:00 pm, Session, Tues 3:30 – 5:00 pm,

New YorkNew York

Questions?Questions?

To Contact NCES:To Contact NCES:Susan BroylesSusan Broyles

Susan.Broyles@ed.govSusan.Broyles@ed.gov• Jan PlotczykJan Plotczyk

Janice.Plotczyk@ed.govJanice.Plotczyk@ed.gov• IPEDS Help DeskIPEDS Help DeskIpedshelp@rti.orgIpedshelp@rti.org

1-877-225-25681-877-225-2568

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